The Numbers Behind Fireworks – Math Could Save A Finger or Two

I certainly hope everyone enjoyed their 4th of July celebrations. I know I had a lovely time at the beach with my husband and friends. And, as we were at the shore, naturally we, along with hundreds of our ‘closest’ beach-going celebrants, headed down to the oceanfront with our chairs to enjoy a multitude of firework displays put on by five different beach cities. It was actually really nice because you can see all these shows, with some closer than others depending on where you are, and they are timed so you can see the end of one as another is beginning – about an hours worth of city-sponsored fireworks. At one point in time, I saw our cities show and in the background, with 3 other shows at varying distances away (due to the curve of the shore). I did try to capture it on film, but it was night – with a phone – so not the best of pictures!

While we were waiting, again with hundreds of others on the beach for a good many miles, there were those folks who brought along their own fireworks – sparklers for the children, high-grade fireworks firing off – all in all, very impressive and very scary. Especially as the bangs went off, and the ones on the ground smoked away with children running all around – and then there was the falling ‘sparks’ and debris from those larger ones set off by the water landing on folks all around (setting off some screams). The city firework displays are all set off on barges out on the water, done by professionals. Not so much the ones being set off on the shore – right around hundreds of people. While it was all good and fun, and everyone was celebrating the birth of our nation, it was actually a little frightening as well – considering how many of the ‘fireworks’ almost exploded right by us or went towards the houses instead of out to the water….

Naturally, as is my way, I felt the need to look up some numbers. The National Fire Protection Agency has research numbers specific to fireworks. And it’s kind of frightening really. Perhaps the most frightening one is the sparklers, which all the children were running around with and what I believe most people feel are fairly harmless. This little temperature graph might make you feel a bit differently. We are afraid to let children near pots of boiling water or get too close to a fire, yet we let them run around with sparklers in their hands that are burning at 1200 degrees, almost 6 times hotter than boiling water.  WOW!  That’s an eye opener.  And, as a result, according to the NFPA, sparklers account for more than 1/4 of emergency room fireworks injuries – and who is it that is usually walking around with those sparklers – young children. Just to frighten you a little more with the numbers, the circle graph to the right shows the types of injuries that occur – notice, hand & fingers have the highest chance of injuries, with head and eyes tied for second. Again – think of those kids running around with the sparklers……

If we explore the data a little more, we find some interesting statistics:

So – makes sense, if we look at the graph on the right and the graph in the middle, that because sparkler related injuries are the most prevalent, that kids 5-9 have the highest risk for injury since they tend to be the ones running around with those sparklers. But notice in the circle graph to the left that ages 25-44 actually had more reported injuries, which, based on my own experiences and observations, also makes sense when you look at the type of fireworks that are causing the injuries (graph to the right) after sparklers – illegal firecrackers, small firecrackers, those with re-loadable shells. In other words, this is what ‘the dads’ are doing or the ‘adults’ or, as evidenced last night, the large group of college-age kids. They are the ones setting off the big, scary fireworks on the beach – and getting injured more.

Obviously, not many people think about statistics when planning for some fun on the 4th of July (or New Years or other firework-worthy celebrations). It’s about the fun. But – my guess, especially with parents of younger kids who don’t see the harm of those little sparklers – if you showed them some statistics, especially that temperature graph with sparklers at the top, there might be some reconsidering of the ‘playing with fireworks’ mentality. Math could save a couple of fingers…..

Education Growth Mindset – So Important for Teachers and Students

I just came back from Kaiserslautern, Germany, where I was working with Department of Defense Education Activities (DoDEA) math teachers as part of the DoDEA/UT Dana Center College and Career Ready Standards Initiative. Our focus this summer, which kicks off the next year of continued support and training, was on helping teachers create a classroom culture of student discourse and a growth mindset that allows students to develop deeper mathematical understanding and become problem-solvers and confident mathematicians. It was a fabulous two days, and the teachers, some who had never explored this idea of ‘growth mindset’, really had some powerful conversations around this idea of providing students productive struggle opportunities and helping them develop this sense that they can solve problems, and they can improve mathematically, and they can learn. It was rather eye opening for many.  How many of us educators have come across those students who give up without even trying because they think they can’t do it? Or they have been so ingrained in the idea that they are ‘bad at math’, so they don’t even try? That’s what this idea is about.

Carol Dweck is a leader is this field of Growth Mindset, and how to motivate and help support this idea of a growth mindset. In fact, the teachers I worked with as part of our workshop, read an article by Dweck that provided some insight into what we as both teachers and parents, inadvertently sometimes do that prevents students/children from having a growth mindset. Something as simple as the way we praise can actually interfere with this growth mindset. More here.

Many of you may be unfamiliar with what a growth mindset is, so I found a great TedTalk from Carol Dweck that explains the idea behind it. As educators, this is something to really think about because we want to develop in our students the willingness to persevere and solve problems that may seem difficult.

 

Free Online Casio How-to’s & Content Focused lessons – Great Personal Learning Resources

I am clearly on a ‘what should you do with your summer’ kick, if you look at my previous two posts. But – my belief is that summer, while a time for fun and relaxation, is also a time to brush up on some skills you may be lacking or things you want to learn, find new ideas for the classroom….basically, use the time to foster your own personal learning.

This learning doesn’t need to be expensive, it doesn’t need to be long – it’s all about improving skills or learning new ones. With that said, I thought I would remind all of you, whether you are a teacher, a student, or a parent of a student – if you want to brush up on your Casio calculator skills, we have a lot of free online tutorials and how-to’s that might fit the bill. In my interactions with teachers, I am often asked if we have ‘tutorials’ so that the teachers can support all those students coming to class with Casio calculators (because they are more affordable and much more intuitive to use).  The answer is yes!

In this post I am just going to share some links to our free online resources, and highlight a couple of the videos here as well.

Casio Education has a Youtube Channel where we post previous webinars (so these are longer and actual ‘lessons’), shorter how-to’s, and some quick reference videos and overviews as well. Here’s the link to the Casio YouTube Channel.

A couple highlights here:

Here is an example of a short look at the fx-9860 Stat menu:

Here is a much longer lesson with the Casio Prizm on families of functions:

There are also Prizm specific guided tours at this link.

And I have my personal YouTube channel where I do comparisons and how-to’s on the different calculators, so there might be something of interest there as well.

Here’s a quick how-to using the fx-991 Scientific Calculator to solve systems of equations (and use the QR code):

So – if you have a spare 10 minutes or a spare hour, there’s something for you and we will continually add to these so come back often!

Summer Vacation – Use Your Experiences to Create Engaging Lesson Ideas

Sea Turtle at the Big Island, HI. How long do they live? How far do they travel??

I know most students and teachers this time of year are very familiar with Alice Cooper’s song “School’s Out for Summer”  (Seniors are probably focused on the line “school’s out forever….”  Maybe even some teachers!)  No doubt, summer is a time of rejuvenation for students and teachers – a much needed break, both mentally and physically. Note: Those of you who do not teach, and see teachers as having it ‘easy’ with the summers off, might try to spend some time in a teachers shoes before making those ridiculous assumptions, or read up a bit on what teachers actually do (they work more than 40 hours per week) and why summer breaks are so important.

Summer break is fast approaching for many, and some may have even started theirs. I remember those first couple of weeks literally not wanting to even look at anything related to school, students, or teaching. But – as most teachers will attest to, there comes a point where summer vacation weaves into professional learning or preparing for the next school year to begin. We never really turn off completely – we take classes to learn something new, or research some new technology or applications we want to try in class next year, or we revamp some lessons from the previous year. Summer vacation always ends up, at some time or other, connected back to teaching and learning – either personally for our own professional growth, or related to how we can be even better the next school year for our new group of students.

For me personally, everything I do always has me thinking of ways to create an interesting lesson for my students. It’s that pervasive idea that whenever possible, connecting the real world back to what students are learning will make the learning engaging and relevant. Just last week, sitting on the beach in Sea Isle City, NJ, watching this big machine out in the water that was dredging sand to replenish Avalon Beach, all I could think about were questions I would want my students to investigate.  Just a few of my questions, as I sat there:

  • How much sand is being pulled up? Is it from the same spot (my observation, since the dredge is in a different location each day, is that no it is not)
  • What happens to the sea animals and plant life that are ‘dredged’ up with the sand? Or, is there a filter that only allows sand in?
  • What are the impacts on the sea life?
  • How many hours a day do the dredges run? (seems like 24 hours to me!)
  • How long does beach replenishment last? (if you don’t have any storms to wash it all back to sea) How long does it take to replenish a beach?
  • How many pounds of sand is needed and where do they place the sand?

Lots of questions just from sitting and watching. What a great #STEM lesson this would be for students – there’s math, there’s science, there’s engineering and there’s definitely technology – it’s quite the endeavor. There is probably a ton of data out there and information about sand restoration projects, so you could have students researching, doing the math, checking out the science, investigating the machines used and the manpower needed. I did an initial search and found a couple articles already where I learned things like the grain size of the sand determines where the dredge pulls sand from (has to match the beach they are replenishing).  Pipelines are created to carry the sand from the dredge to the beach (so, how big are those pipelines? What happens after they ‘finish’ – do the pipes get removed?) Sometimes this is done to protect sea life, often times to protect commercial and residential properties, so this then begs the questions such as what’s the cost (money wise and to the environment), who benefits, what are the potential dangers and damage (to environment/sea life, etc). Here’s just a few articles I found.

My point here is not to give you a lesson on beach restoration. Instead, my point is that I was just sitting on the beach, enjoying my vacation, and saw the

Two clear streams in Costa Rica that when they meet, the chemicals in them react and turn the water blue. Why

machinery and started thinking. Posing questions. Realizing that there could be an amazing #STEM lesson here, which got me excited and doing research and yes – vacation or not – planning for teaching.  I think it is a natural tendency as a teacher to see a ‘lesson’ pretty much anywhere we go, which is what I want to emphasize here. Even on vacation, if you have a great idea based on something you are doing or seeing, some idea you think would be an engaging lesson, go with it. Take some pictures. Write down some ideas. Do some research. Use your own experiences and ‘time off’ to discover teaching ideas and spark your own enthusiasm for the next school year. Bring your vacation into your classroom and build relevant, real-world, multi-content lesson ideas that will spark student engagement, questioning, critical thinking and problem-solving.

Enjoy yourself and your summer, but never stop learning and looking for great ideas to bring back to your classroom.